Social-Cultural Context of Disability: Implications for Scientific Inquiry and Professional Preparation

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Abstract
Disability has long been considered a biological category. Our research and professional practice has traditionally reflected this perspective. Recent scholarship emerging out of the disability rights movements and grounded in disability studies promotes new understanding of disability as socially constructed and as social identity. In considering disability in the social-cultural context, the scholarly inquiry and professional practices in kinesiology and physical education must change. To do so requires an examination of the assumptions abut disability, the body, and physical activity. As we challenge these assumptions and traditional views of disability, our research can become more meaningful and relevant to individuals with a disability and informative to the body of knowledge underlying kinesiology and physical education.